By Kevin Scott
I’m a teacher. Simply writing that statement feels refreshing and comfortable, yet it’s an identity to which I only recently returned. I taught 7th graders in the early 2000s. My first year of teaching U.S. history included trying to explain the election of 2000 and Bush v. Gore. My second year began with 9/11, and my third included the D.C. Sniper, which forced every kid in the D.C. metro area to stay indoors for the entire fall. No sports, no P.E., no riding bikes—just fear. I stayed in the classroom until 2007 when I took my experiences to a national education organization to use what I knew in a new environment. If I’m being honest, I was burned out and had two young sons who wanted to know why their dad wasn’t at their preschool’s “Donuts with Dad” or the end of year graduation lunch with the rest of the parents in their class.
Continue reading “A Return to Teaching in a Pandemic Year”
By Mary McConnaha
Since moving to virtual, hybrid, or socially distanced in-person learning, many of us have had to adapt our tried-and-true classroom procedures to fit these new environments. As a middle school English teacher, I have always enjoyed engaging with my students through my “bellringers”—activities I’ve established for the first few minutes of class while my students get settled. Though it took some trial and error, I’ve found ways to continue these traditions via hybrid and online learning. What’s more, I’ve found it to be more important than ever to engage with and uplift my students through these small routines. Here, I’ll share my favorite ways to kick off my English class, whether in-person or online.
Continue reading “Why Bellringer Activities Are More Important Than Ever”
By an anonymous sophomore
The age-old high school social dilemma of where to sit at lunch has finally been solved—it only took a global pandemic.
I am a sophomore who attends a private school in Manhattan. My school has recently announced that they will be switching to an optional hybrid model after previously stating that they would remain remote until mid-January. I was extremely happy and proud of my school when they initially announced they would be remote for at least five months, and I was shocked and upset when they declared their decision to switch. Upon receiving the news, my parents informed me that the decision to attend school in-person or remain in my pajamas was mine.
Continue reading “Going or “Going” to School: One Student’s Decision to Remain Remote”
By Mike Anderson, Reposted from Leading Great Learning
Last week I had the privilege of teaching two online workshops for teachers about getting ready for the upcoming school year. They were both so much fun! We played games that teachers can use with their students (either in person or online), shared strategies for co-creating rules with students in K-12 classrooms, reconnected with our deeply held positive beliefs about why we teach, and so much more.
One of the most practical activities we did was to co-create lists of routines we might need to teach this fall as we begin facilitating learning with students. One of these workshops was with Bedford, NH educators, who are heading back in a few weeks with a hybrid model. Students will be in school some days and at home others. The other workshop was held through UNH Professional Development and Training and was attended by K-12 educators from around New Hampshire who are heading back to a variety of settings.
Continue reading “Routines to Teach: Fall of 2020”
By David Nurenberg
As a teacher preparing to begin an unprecedented new school year in the shadow of the COVID-19 pandemic, I have been consumed with reading, and writing, tips and best practices for online and remote education. Preparing for this new world alone is an enormous task for teachers already grappling with all the other stresses of this time. But as September draws near, I am feeling even more nervous, and even less prepared, about how to conduct in-person education in this new climate.
The federal and state governments are requiring schools to develop plans for both full and partial/“hybrid” returns to school. That means teachers’ plans for setting up our classroom must account for disinfection and hazardous material handling. We must somehow figure out how to conduct class activities without ever bringing students closer than 6 feet from one another, how to conference with students or intervene in discipline situations from that distance. We have to figure out how to cover required content and meet student learning goals when classes might be meeting only half or one-third as frequently. We must include, and teach, entirely online and remote versions of every lesson for absent students, find ways to catch up students who miss large amounts of school, and figure out how to emotionally support anxious students – and ourselves.
Continue reading “There should be no “best practices” for in-person teaching during COVID-19 – because it shouldn’t be happening”